Lesson 1 – A Hero’s Journey (1 day) Strand: Writing Process Standard: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan. A. Purpose of the Unit/Concept (long term goals): The purpose of this unit is to help students generate ideas and think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. B. Objective for this lesson (short term goals): Students will be able to: -Define “hero” and “hero’s journey”. -Recognize the genre of hero’s journey in different texts. -Provide evidence from different texts to support their understanding of hero’s journey. C. Process/Procedures for Students: - Students will be overtly instructed on the “hero” and the “hero’s journey”. - Students will be shown a short video about how The Matrix is a typical example of “hero’s journey”. This contemporary film will help students sculpt their understanding of the hero’s journey because it will relate to their prior knowledge, assuming that most students would have seen this film. This will help to “lure student to the text” (Jago 10). - Students will be given directions for completing a monomyth (a hero’s journey) chart. - For situated practice, students will be split into groups of four to five and will discuss what they think are contemporary examples of the hero’s journey. This will allow students to use generative thinking because they will have to pull from background knowledge and experiences and direct it for analytical purposes. Here lies the foundation of Langer’s first major stance in the process of understanding, being out and stepping into an envisionment. - In groups, students will choose one example to share with the class. Each member of the group will assign a specific scene to each different part of the monomyth chart. Each student will write their names next to their specific scene in order to be assessed individually. - A representative from each group will share with the class the example they chose and explain why their example depicts a hero’s journey. D. Process/Procedures for Teachers: -Preparation: oTo prepare for the lesson, I will need to review monomyth and read The Hobbit. I will need to make a hero’s journey handout and print copies for class. I will need to prepare a PowerPoint presentation with a definition and examples of a hero’s journey. I will need to look for a trailer depicting a recent movie that portrays the hero’s journey. -Introduction: oTo introduce the lesson, I will use overt instruction to explain the hero’s journey and how it will be critical for future texts. I will show students a short trailer that depicts the hero’s journey in The Matrix, sparking interest in the unit. I will model a hero’s journey by filling out a monomyth graphic organizer of a contemporary text that relates to students’ prior knowledge. -Closing / Summation : oI will split the class into groups of four or five and provide them with their own hero’s journey graphic organizers. They will be given the rest of the class period to discuss examples that they believe feature a hero’s journey, choose one of those examples, fill in the graphic organizer, and present to the class the example they chose. I will notify students how they will be formatively assessed: group effort and individual work. oDuring their group discussions, I will walk between groups to ensure they are reflecting on what they have learned, providing guidance, overt instruction, and answering questions when needed. I will assess how students are performing based on their group discussions. If students appear confused, I will halt the activity and provide overt instruction to guide their situated practice. I will then ask for questions and resume the activity. This will allow me to monitor whether my overt instruction aided in students’ understanding or whether my activity was inappropriate for their grade-level. E. Materials Needed: Graphic organizer worksheets (2 types), PowerPoint, computer, projector screen, paper, pencil, trailer F. Assessment: This assignment, the monomyth graphic organizer, will be worth two grades: a group and an individual grade. Because the group will work collectively to decide on a certain text, a grade will be given on the appropriateness of their text. The group grade will be influenced by the group members’ engagement. Engagement will be based on whether all members are interacting and critically discussing the activity, not extraneous material. An individual grade will be assessed on the scene provided by each student. Each student’s name will be written next to the specific scene they contributed. I will provide a grade based on their understanding of the assignment. Students’ individual examples will determine whether or not they have comprehended the purpose of the activity and understood the objectives of the lesson. G. Accommodations I will accommodate ESOL students placing them in small groups to encourage socialization and communication. This smaller group setting’s soul purpose is to make ESOL students feel more comfortable when interacting. This will hopefully encourage the sharing of big ideas. I will modify their group work. I will give them an example of a hero’s journey that directly connects a text to their culture. I anticipate that ESOL students would have difficulty in understanding the elements of hero’s journey. Rather than requiring them to fill out a monomyth chart, ESOL students would focus on the idea of a “hero.” They will be asked to name three heroes, one from their neighborhood, school, and home, and discuss in their group why those people inspire them. In a brief paragraph, they will be asked to reflect on their heroes. I will monitor their group by answering any questions or concerns they have about the lesson. I will assess whether they understand the activity by listening in on their discussions and by asking guiding questions Sunshine State Standards:
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information
LA.910.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests
LA.910.3.1.3 The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. . Lesson 2 – Chapter 1 (2 days) Strand: Literary Analysis Standard: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. A. Purpose of the Unit/Concept (long term goals): The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. B. Objective for this lesson (short term goals): Students will be able to: -Analyze character motives by examining character traits in the text. -List sensory elements from the text that contribute to the setting of the first chapter. C. Process/Procedures for Students: -Students will be handed copies of J. R. R. Tolkein’s The Hobbit. -Students will read half of chapter 1 silently along with audiobook to hear the reader’s voice. -Students will be asked questions with regards to what the first few pages are telling them, what is a hobbit home, and what they believe the story is about. This will model a close-reading of the text. It will “examine the text in minute detail, …[helping students to] develop the skills to become powerful readers” (Jago 54). -Students will independently write for 10 minutes about the sights, smells, and sounds of a hobbit home. Their topic will suggest, “Envision entering Bilbo’s home. List everything you see, smell, taste, and touch to describe to your reader your experience in his hobbit hole.” -Students will form groups to discuss their sensory encounters. They will “be in moving through an envisionment…[Students will be] immersed in their understandings, using their previously-constructed envisionments, prior knowledge and the text itself to further their creation of meaning” (Langer). -For next class, students will be asked to ask their parent/guardian for a story about a journey he or she had. Students will summarize the story they heard in writing. They will also be asked to read the rest of chapter 1 for next time, jotting down questions and/or concerns they have about the text. -During the next class, students will be grouped to discuss the stories they found out about their parent’s/guardian’s journey. They will have the option to share their stories with the class. -Students will be reminded of the first half of chapter 1 through overt instruction. -Students will be given the opportunity to raise questions they had about the rest of the chapter. They will also be asked similar questions posed the day before. -As a class, students will be asked to fill out a graphic organizer of Bilbo’s family traits. They will help me list characteristics that Bilbo got from his Took side or his Baggins side. -In situated practice, students will be asked to create their own family traits organizer, in which they list the characteristics they believe they have received from one parent/guardian or another. They will be asked to determine which of those characteristics they believe could help them transform into a hero. This will interest students because they will be able to see heroic traits in themselves. -Students will be introduced to the idea of hero’s journey in chapter 1. This will scaffold their understanding of hero’s journey for future chapters. They will be asked to read chapter 2 for next class, jotting down questions and concerns. D. Process/Procedures for Teachers: To prepare for this lesson, I will read The Hobbit, paying particular attention to chapter 1. I will prepare materials, such as graphic organizers and audiobooks. I will prepare essay prompts and discussion ideas. I will prepare engaging, open-ended questions to capture my students’ attentions. -Introduction: oTo introduce this lesson, I will use overt instruction to give a brief description of the author and his purpose for writing this story. I will ask students to read along with the audiobook for the first half of the chapter. I will attempt to gather from students what is going on in the text, who are the characters and what are they like, as well as what is a hobbit home. I will get students interested by helping them step into the story. I will ask students to respond to a prompt pertaining to the sensory details of Bilbo’s home. This will help them become “carried along with the text” (Langer). I will group student to discuss their experiences in Bilbo’s home. For the next class, I will ask students to write a story about one of their parent’s or guardian’s journeys. -Closing/Summation: oTo conclude chapter 1, I will begin the second class by asking students to share their family member’s journeys with other students in their group. I will provide overt instruction, summarizing the previous day’s lesson. To gather students’ understanding of the rest of chapter 1, I will scaffold questions similar to those I asked the day before. This will allow students to connect to and reflect on what they have learned. oFor a closing activity, I will model a graphic organizer that includes the character traits of Bilbo Baggins. It will demonstrate which traits he received from his Took side of the family, his mother’s, and what he received from his Baggins side, his father’s. I will then ask students to create their own graphic organizer that includes the traits they received from either their parents or guardians. I will then ask them to explain which traits would help them become a hero. oI will use overt instruction to introduce the idea of the hero’s journey as it pertains to chapter 1. I will ask them to read chapter 2 for the following day. E. Materials Needed: J. R. R. Tolkein’s The Hobbit, graphic organizers F. Assessment: This lesson will have a total of three assignments that will be assessed. Each assignment will be graded based on whether it has sufficient detail and support. Participation points will be awarded to students who engage in their discussions. Participation points will not be awarded to those who do not contribute ideas to their group. Formative assessment will be used when evaluating discussions. Before I ask open-ended questions to further their knowledge of the text, I will already have an idea about what their answers should be. If students’ answers stray away from the text, I will have to guide my questions even more to place students on the right path. Given the many activities for both days, instruction time might be limited. I will have to keep this in mind when assessing their work. G. Accommodations: During the reading of the first chapter, students will have to focus, using listening composition, on the speaker’s voice on the audiobook to develop pace and tone at which the text should be read. The first chapter of the audiobook might have to be replayed for ESOL students in a separate group. For the first activity, ESOL students will be grouped together. Each student will take on one of the five senses and describe what he or she hears, smells, tastes, sees, or feels in the setting of Bilbo’s house. For a few minutes, they will write about their chosen sense and use as much detail from the story as possible. They will have to reread the text to gather their information. In their group, they will be asked to orally describe their selected sense. I will observe to ensure a successful understanding of the activity and text. For their homework assignment, rather than only asking a family member for his or her journey, ESOL students can ask a schoolmate who is not my student, their neighbor, or someone else in their house, such as a sibling for a journey. This will provide them with more opportunities to gather journeys from different resources. For the third activity, I would accommodate the lesson by asking ESOL students to list qualities about themselves rather than specific traits from one parent or guardian. These accommodations will meet the needs of ESOL students within the context of the regular classroom because they are individualized to help those students understand the text in a more comprehensive way. Sunshine State Standards:
LA.910.1.7.1 - The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection
LA.910.1.7.3 - The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details
LA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery) ---- Lesson 3 – Chapter 2 (1 day) Strand: Reading Process Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text. A. Purpose of the Unit/Concept (long term goals): The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts. B. Objective for this lesson (short term goals): Students will be able to: C. Process/Procedures for Students: 1. Students will list characteristics of the main types of characters listed thus far in the text (i.e. dwarves, wizards, trolls) and foreshadow, in their journals, how the traits of those characters might influence the traits of Bilbo Baggins. This activity will build off of last class’s exercise and the introductory lesson. 2. As a class, students will be asked questions pertaining to their understanding of chapter 2 that assess their understanding of the text. 3. Students will be introduced to the character development timeline, in which they list three or four events per chapter that they believe are significant to Bilbo’s development. In addition to listing the events, they will have to explain their rationale for why they might be significant to Bilbo. 4. Students will see a model of the character development timeline and work in groups to replicate this model in their own creative way. This will be the only time they work together as a group on this activity. 5. Students will be asked to share their timelines to assess their understanding of chapter 2. 6. For next class, students will be asked to complete their character timeline for chapter 3. D. Process/Procedures for Teachers To prepare for this lesson, I will have to reread chapter 2 and prepare an example of the character timeline to model to students. I will prepare a set of open-ended, guiding questions that aim to pull out from students their understanding of the material. -Introduction: oTo introduce the lesson, I will connect Lesson 2’s last activity to Lesson 3’s beginning activity by asking students to list traits of the characters they have encountered thus far and connect how they might influence Bilbo’s demeanor. oAfter a discussion of their entries, I will ask students guiding questions that encourage them to answer. Their answers will allow me to formatively assess their level of understanding of the text. oI will overtly explain the components of a character timeline that they will be working on throughout the unit because their timeline will visually represent Bilbo’s development from the beginning of the novel to the end. I will follow this explanation with an example of my own character timeline. -Conclusion: oI will group students and allow them to create their own character timelines. oI will ask students to share their timelines with the class and explain their rationale. oFor next class, I will ask students to create their own timelines for chapter 3. E. Materials Needed: Paper, pencil, journals, The Hobbit F. Assessment: A formative assessment will be used in class discussion to determine where the class’ comprehension of the text lies. If students are not responding accurately to the guiding questions, either a different set of questions have to be asked or a clarification of the text has to be made. Students’ journal entries will be assessed based on the completion of their lists and their support for their arguments. Another formative assessment will be used to determine how well their understanding of the character development timeline was. I will stroll around the room listening in on why groups chose these scenes that they did and how they related to Bilbo. G. Accommodations: ESOL students will be grouped together in small groups to encourage group discussion. Rather than connecting characters’ traits to their influence on Bilbo, ESOL students will list traits and their equivalent page numbers to show evidence. Rather than two or three events, these students will only be required to list one event for the character timeline. This will allow for more oral communication on the reasoning for choosing that event. Sunshine State Standards:
LA.910.1.7.5 - The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text;
Strand: Writing Process
Standard: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan.
A. Purpose of the Unit/Concept (long term goals):
The purpose of this unit is to help students generate ideas and think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts.
B. Objective for this lesson (short term goals):
Students will be able to:
- Define “hero” and “hero’s journey”.
- Recognize the genre of hero’s journey in different texts.
- Provide evidence from different texts to support their understanding of hero’s journey.
C. Process/Procedures for Students:
- Students will be overtly instructed on the “hero” and the “hero’s journey”.
- Students will be shown a short video about how The Matrix is a typical example of “hero’s journey”. This contemporary film will help students sculpt their understanding of the hero’s journey because it will relate to their prior knowledge, assuming that most students would have seen this film. This will help to “lure student to the text” (Jago 10).
- Students will be given directions for completing a monomyth (a hero’s journey) chart.
- For situated practice, students will be split into groups of four to five and will discuss what they think are contemporary examples of the hero’s journey. This will allow students to use generative thinking because they will have to pull from background knowledge and experiences and direct it for analytical purposes. Here lies the foundation of Langer’s first major stance in the process of understanding, being out and stepping into an envisionment.
- In groups, students will choose one example to share with the class. Each member of the group will assign a specific scene to each different part of the monomyth chart. Each student will write their names next to their specific scene in order to be assessed individually.
- A representative from each group will share with the class the example they chose and explain why their example depicts a hero’s journey.
D. Process/Procedures for Teachers:
- Preparation:
o To prepare for the lesson, I will need to review monomyth and read The Hobbit. I will need to make a hero’s journey handout and print copies for class. I will need to prepare a PowerPoint presentation with a definition and examples of a hero’s journey. I will need to look for a trailer depicting a recent movie that portrays the hero’s journey.
- Introduction:
o To introduce the lesson, I will use overt instruction to explain the hero’s journey and how it will be critical for future texts. I will show students a short trailer that depicts the hero’s journey in The Matrix, sparking interest in the unit. I will model a hero’s journey by filling out a monomyth graphic organizer of a contemporary text that relates to students’ prior knowledge.
- Closing / Summation :
o I will split the class into groups of four or five and provide them with their own hero’s journey graphic organizers. They will be given the rest of the class period to discuss examples that they believe feature a hero’s journey, choose one of those examples, fill in the graphic organizer, and present to the class the example they chose. I will notify students how they will be formatively assessed: group effort and individual work.
o During their group discussions, I will walk between groups to ensure they are reflecting on what they have learned, providing guidance, overt instruction, and answering questions when needed. I will assess how students are performing based on their group discussions. If students appear confused, I will halt the activity and provide overt instruction to guide their situated practice. I will then ask for questions and resume the activity. This will allow me to monitor whether my overt instruction aided in students’ understanding or whether my activity was inappropriate for their grade-level.
E. Materials Needed:
Graphic organizer worksheets (2 types), PowerPoint, computer, projector screen, paper, pencil, trailer
F. Assessment:
This assignment, the monomyth graphic organizer, will be worth two grades: a group and an individual grade. Because the group will work collectively to decide on a certain text, a grade will be given on the appropriateness of their text. The group grade will be influenced by the group members’ engagement. Engagement will be based on whether all members are interacting and critically discussing the activity, not extraneous material. An individual grade will be assessed on the scene provided by each student. Each student’s name will be written next to the specific scene they contributed. I will provide a grade based on their understanding of the assignment. Students’ individual examples will determine whether or not they have comprehended the purpose of the activity and understood the objectives of the lesson.
G. Accommodations
I will accommodate ESOL students placing them in small groups to encourage socialization and communication. This smaller group setting’s soul purpose is to make ESOL students feel more comfortable when interacting. This will hopefully encourage the sharing of big ideas. I will modify their group work. I will give them an example of a hero’s journey that directly connects a text to their culture. I anticipate that ESOL students would have difficulty in understanding the elements of hero’s journey. Rather than requiring them to fill out a monomyth chart, ESOL students would focus on the idea of a “hero.” They will be asked to name three heroes, one from their neighborhood, school, and home, and discuss in their group why those people inspire them. In a brief paragraph, they will be asked to reflect on their heroes. I will monitor their group by answering any questions or concerns they have about the lesson. I will assess whether they understand the activity by listening in on their discussions and by asking guiding questions
Sunshine State Standards:
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information
LA.910.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests
LA.910.3.1.3 The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.
.
Lesson 2 – Chapter 1 (2 days)
Strand: Literary Analysis
Standard: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
A. Purpose of the Unit/Concept (long term goals):
The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts.
B. Objective for this lesson (short term goals):
Students will be able to:
- Analyze character motives by examining character traits in the text.
- List sensory elements from the text that contribute to the setting of the first chapter.
C. Process/Procedures for Students:
- Students will be handed copies of J. R. R. Tolkein’s The Hobbit.
- Students will read half of chapter 1 silently along with audiobook to hear the reader’s voice.
- Students will be asked questions with regards to what the first few pages are telling them, what is a hobbit home, and what they believe the story is about. This will model a close-reading of the text. It will “examine the text in minute detail, …[helping students to] develop the skills to become powerful readers” (Jago 54).
- Students will independently write for 10 minutes about the sights, smells, and sounds of a hobbit home. Their topic will suggest, “Envision entering Bilbo’s home. List everything you see, smell, taste, and touch to describe to your reader your experience in his hobbit hole.”
- Students will form groups to discuss their sensory encounters. They will “be in moving through an envisionment…[Students will be] immersed in their understandings, using their previously-constructed envisionments, prior knowledge and the text itself to further their creation of meaning” (Langer).
- For next class, students will be asked to ask their parent/guardian for a story about a journey he or she had. Students will summarize the story they heard in writing. They will also be asked to read the rest of chapter 1 for next time, jotting down questions and/or concerns they have about the text.
- During the next class, students will be grouped to discuss the stories they found out about their parent’s/guardian’s journey. They will have the option to share their stories with the class.
- Students will be reminded of the first half of chapter 1 through overt instruction.
- Students will be given the opportunity to raise questions they had about the rest of the chapter. They will also be asked similar questions posed the day before.
- As a class, students will be asked to fill out a graphic organizer of Bilbo’s family traits. They will help me list characteristics that Bilbo got from his Took side or his Baggins side.
- In situated practice, students will be asked to create their own family traits organizer, in which they list the characteristics they believe they have received from one parent/guardian or another. They will be asked to determine which of those characteristics they believe could help them transform into a hero. This will interest students because they will be able to see heroic traits in themselves.
- Students will be introduced to the idea of hero’s journey in chapter 1. This will scaffold their understanding of hero’s journey for future chapters. They will be asked to read chapter 2 for next class, jotting down questions and concerns.
D. Process/Procedures for Teachers:
To prepare for this lesson, I will read The Hobbit, paying particular attention to chapter 1. I will prepare materials, such as graphic organizers and audiobooks. I will prepare essay prompts and discussion ideas. I will prepare engaging, open-ended questions to capture my students’ attentions.
- Introduction:
o To introduce this lesson, I will use overt instruction to give a brief description of the author and his purpose for writing this story. I will ask students to read along with the audiobook for the first half of the chapter. I will attempt to gather from students what is going on in the text, who are the characters and what are they like, as well as what is a hobbit home. I will get students interested by helping them step into the story. I will ask students to respond to a prompt pertaining to the sensory details of Bilbo’s home. This will help them become “carried along with the text” (Langer). I will group student to discuss their experiences in Bilbo’s home. For the next class, I will ask students to write a story about one of their parent’s or guardian’s journeys.
- Closing/Summation:
o To conclude chapter 1, I will begin the second class by asking students to share their family member’s journeys with other students in their group. I will provide overt instruction, summarizing the previous day’s lesson. To gather students’ understanding of the rest of chapter 1, I will scaffold questions similar to those I asked the day before. This will allow students to connect to and reflect on what they have learned.
o For a closing activity, I will model a graphic organizer that includes the character traits of Bilbo Baggins. It will demonstrate which traits he received from his Took side of the family, his mother’s, and what he received from his Baggins side, his father’s. I will then ask students to create their own graphic organizer that includes the traits they received from either their parents or guardians. I will then ask them to explain which traits would help them become a hero.
o I will use overt instruction to introduce the idea of the hero’s journey as it pertains to chapter 1. I will ask them to read chapter 2 for the following day.
E. Materials Needed:
J. R. R. Tolkein’s The Hobbit, graphic organizers
F. Assessment:
This lesson will have a total of three assignments that will be assessed. Each assignment will be graded based on whether it has sufficient detail and support. Participation points will be awarded to students who engage in their discussions. Participation points will not be awarded to those who do not contribute ideas to their group. Formative assessment will be used when evaluating discussions. Before I ask open-ended questions to further their knowledge of the text, I will already have an idea about what their answers should be. If students’ answers stray away from the text, I will have to guide my questions even more to place students on the right path. Given the many activities for both days, instruction time might be limited. I will have to keep this in mind when assessing their work.
G. Accommodations:
During the reading of the first chapter, students will have to focus, using listening composition, on the speaker’s voice on the audiobook to develop pace and tone at which the text should be read. The first chapter of the audiobook might have to be replayed for ESOL students in a separate group. For the first activity, ESOL students will be grouped together. Each student will take on one of the five senses and describe what he or she hears, smells, tastes, sees, or feels in the setting of Bilbo’s house. For a few minutes, they will write about their chosen sense and use as much detail from the story as possible. They will have to reread the text to gather their information. In their group, they will be asked to orally describe their selected sense. I will observe to ensure a successful understanding of the activity and text.
For their homework assignment, rather than only asking a family member for his or her journey, ESOL students can ask a schoolmate who is not my student, their neighbor, or someone else in their house, such as a sibling for a journey. This will provide them with more opportunities to gather journeys from different resources.
For the third activity, I would accommodate the lesson by asking ESOL students to list qualities about themselves rather than specific traits from one parent or guardian.
These accommodations will meet the needs of ESOL students within the context of the regular classroom because they are individualized to help those students understand the text in a more comprehensive way.
Sunshine State Standards:
LA.910.1.7.1 - The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection
LA.910.1.7.3 - The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details
LA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery)
----
Lesson 3 – Chapter 2 (1 day)
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text.
A. Purpose of the Unit/Concept (long term goals):
The purpose of this unit is to help students think more analytically when reading different texts. It is also to help students become more comprehensive readers in order to recognize themes over different texts.
B. Objective for this lesson (short term goals):
Students will be able to:
C. Process/Procedures for Students:
1. Students will list characteristics of the main types of characters listed thus far in the text (i.e. dwarves, wizards, trolls) and foreshadow, in their journals, how the traits of those characters might influence the traits of Bilbo Baggins. This activity will build off of last class’s exercise and the introductory lesson.
2. As a class, students will be asked questions pertaining to their understanding of chapter 2 that assess their understanding of the text.
3. Students will be introduced to the character development timeline, in which they list three or four events per chapter that they believe are significant to Bilbo’s development. In addition to listing the events, they will have to explain their rationale for why they might be significant to Bilbo.
4. Students will see a model of the character development timeline and work in groups to replicate this model in their own creative way. This will be the only time they work together as a group on this activity.
5. Students will be asked to share their timelines to assess their understanding of chapter 2.
6. For next class, students will be asked to complete their character timeline for chapter 3.
D. Process/Procedures for Teachers
To prepare for this lesson, I will have to reread chapter 2 and prepare an example of the character timeline to model to students. I will prepare a set of open-ended, guiding questions that aim to pull out from students their understanding of the material.
- Introduction:
o To introduce the lesson, I will connect Lesson 2’s last activity to Lesson 3’s beginning activity by asking students to list traits of the characters they have encountered thus far and connect how they might influence Bilbo’s demeanor.
o After a discussion of their entries, I will ask students guiding questions that encourage them to answer. Their answers will allow me to formatively assess their level of understanding of the text.
o I will overtly explain the components of a character timeline that they will be working on throughout the unit because their timeline will visually represent Bilbo’s development from the beginning of the novel to the end. I will follow this explanation with an example of my own character timeline.
- Conclusion:
o I will group students and allow them to create their own character timelines.
o I will ask students to share their timelines with the class and explain their rationale.
o For next class, I will ask students to create their own timelines for chapter 3.
E. Materials Needed:
Paper, pencil, journals, The Hobbit
F. Assessment:
A formative assessment will be used in class discussion to determine where the class’ comprehension of the text lies. If students are not responding accurately to the guiding questions, either a different set of questions have to be asked or a clarification of the text has to be made. Students’ journal entries will be assessed based on the completion of their lists and their support for their arguments. Another formative assessment will be used to determine how well their understanding of the character development timeline was. I will stroll around the room listening in on why groups chose these scenes that they did and how they related to Bilbo.
G. Accommodations:
ESOL students will be grouped together in small groups to encourage group discussion. Rather than connecting characters’ traits to their influence on Bilbo, ESOL students will list traits and their equivalent page numbers to show evidence. Rather than two or three events, these students will only be required to list one event for the character timeline. This will allow for more oral communication on the reasoning for choosing that event.
Sunshine State Standards:
LA.910.1.7.5 - The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text;